Scientific progress volume ǀ issue ǀ

ǀ
ISSUE 2 
ǀ
2022 
ISSN: 2181-1601
Uzbekistan
 
www.scientificprogress.uz
 
Page 80
their own words from individual letters or groups of letters. Voicing should be an active 
process in your student’s learning to pronounc
e words correctly. It is important for non-
native speakers to master the different vowel phonemes in English as they may not be 
present in your student’s primary language. For older students, it may be helpful to 
show illustrations or to demonstrate with your mouth where to properly place the tongue 
and lips to create a specific sound. One source suggests, have students use a mirror to 
see their mouth, lips, and tongue while they imitate teacher. Leader need to ensure that 
your students know the difference between voiced and voiceless consonants. The voiced 
sounds (which include vowels and diphthongs) should produce a vibration in the throat 
whereas the voiceless sounds will not. The reasons why it is important to incorporate 
pronunciation teaching into the classroom have been already presented. It is important 
to remember that pronunciation is connected to and interacts with speaking and listening 
abilities. Students are developing at least two distinct types of skills in speaking a 
language. First, they are learning to speak the new language with ease and fluency.
An understanding of the features of learner accents and their impact on 
intelligibility can help teachers identify and address characteristics of learner 
pronunciation. The primary aim is that students be understood. Good pronunciation is 
needed for this, but a «perfect accent» is not [2].
A number of problems with and approaches to teaching pronunciation, identifying 
two key problems with pronunciation teaching. Firstly, teaching pronunciation tends to 
be neglected. Due to the fact that many experienced teachers lack knowledge of the 
theoretical basis of pronunciation, they may not feel the need to improve their 
pronunciation teaching skills. Secondly, when pronunciation is not neglected, it tends to 
be reactive to a particular problem that has arisen in the classroom, rather than being 
strategically planned. As a result, a lot of pronunciation teaching tends to be done in 
reaction to errors made by students in the classroom.
In conclusion, pronunciation can be one of the most difficult parts for a language 
learner to master and one of the least favorite topics for teachers to address in the 
classroom. Pronunciation must be viewed as more than correct production of individual 
sounds or isolated words. Instead, it must be viewed as a crucial and integral part of 
communication that should be incorporated into classroom activities. Teachers can help 
students by highlighting elements such as sounds, syllables, stress and intonation. Once 
the students understand the functions of these elements, they will know what to focus on 
and can build upon this basic awareness. Teachers can actively encourage the students’ 
actual production, build pronunciation awareness and practice through classes gradually 
building skills in listening and speaking in both formal and informal situations. It can be 
concluded that with careful preparation and integration, pronunciation can play an 
important role in supporting the learners’ overall communicative power.